Erin M West

Datos Biográficos

ID972653
NOMBREErin M West
NOMBRESErin M
APELLIDOWest
FIRMAWEST E M
AFILIACIONESDepartment of Psychology and Counseling University of Texas at Tyler
ORCID0000-0001-8616-0117
VERIFICADOSí
TOTAL DE OBRAS6
TOTAL DE CITAS6
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2017
AÑO MÁS RECIENTE DE PUBLICACIÓN2024
ÍNDICE H2

  • Novice school counselors' role in closing the achievement gap with low-income adolescents

    Open AccessErin M West, Randall M Moate et al.ARTICLEJournal of Multicultural…2024Referencias: 19

    We explored 10 novice school counselors' experiences working to close the achievement gap with low-income adolescents through interpretative phenomenological analysis. Results suggest that school counselors experienced their role in closing the achievement gap with low-income adolescents as one of (a) systemic discouragement, (b) interactions with students' home environment, and (c) parallel process advocacy. Implications for school counselors, c…

  • Everybody Knows Everybody”

    Open AccessErin M West, Staci M Zolkoski et al.ARTICLEJournal of Adolescent Research2021

    The current study explored adolescents’ perceptions of what contributes to their experiences of success in a rural Title I school through interpretative phenomenological analysis (IPA). Participants included adolescents who were enrolled at a rural Title I Middle/High School in the southern United States. The single campus school district serves approximately 185 students from Prekindergarten to grade 12. Approximately, 73% of the students are id…

  • Counselor Educators' Perspectives on Helpful Learning for Clinical Mental Health Counseling Students

    Open AccessErin M West, Randall M Moate et al.ARTICLECounselor Education and Supervision2021Referencias: 15

    Thirty-two counselor educators completed Q sorts measuring beliefs about helpful learning for clinical mental health counseling students. Four viewpoints developed: Preparing Scientists of Counseling, Preparing Agents of Change, Preparing Lifelong Learner-Practitioners, Preparing Artists of Counseling. Implications for teaching and curricula within counselor education programs and future research directions are discussed

  • Doctoral Student Perfectionism and Emotional Well-Being

    Randall M Moate, Philip B Gnilka et al.ARTICLEMeasurement and Evaluation in…2019Citada por: 2Referencias: 4

    This study examined the association between perfectionism and perceived stress, life satisfaction, positive emotions, and negative emotions among a national sample of 528 doctoral students. Latent profile analysis based on a measure of perfectionism supported a 3-class model (i.e., adaptive perfectionists, nonperfectionists, and maladaptive perfectionists). Adaptive perfectionists had the lowest levels of perceived stress and negative emotions an…

  • Experiences of Counselors-as-Clients in Counselor Education

    Open AccessCynthia J Osborn, Erin M West et al.ARTICLECounselor Education and Supervision2017Citada por: 2Referencias: 18

    Eight professional counselors who routinely role-play as clients in 1 counselor education program participated in a focus group investigating their portrayal experiences. Data were analyzed using interpretative phenomenological analysis, which resulted in 3 superordinate themes: missions, influential factors, and repercussions. Findings reinforce instruction of idiographic and person-centered care in counselor education

  • Perceptions of Helpfulness of Teachers in Didactic Courses

    Open AccessRandall M Moate, Jane A Cox et al.ARTICLECounselor Education and Supervision2017Citada por: 2Referencias: 19

    Thirty-five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning